Foundation School

In England and Wales, a foundation school is a state-funded school in which the governing body has greater freedom in the running of the school than in community schools. Foundation schools were set up under the School Standards and Framework Act 1998 to replace grant-maintained schools, which were funded directly by central government. Grant-maintained schools that had previously been voluntary controlled or county schools (but not voluntary aided) usually became foundation schools.

Foundation schools are a kind of "maintained school", meaning that they are funded by central government via the Local Education Authority, and do not charge fees to students. As with voluntary controlled schools, all capital and running costs are met by the government. As with voluntary aided schools, the governing body employs the staff and has responsibility for admissions to the school, subject to rules imposed by central government. Pupils follow the National Curriculum.

Some foundation schools, also called trust schools, have a foundation or trust that owns the land and buildings. Otherwise the land and buildings are owned by the governing body. The foundation usually appoints about a quarter of the school governors, as in voluntary controlled schools, but in some cases it appoints the majority of governors, as in voluntary aided schools.

Within the maintained sector in England, approximately 2% of primary schools and 15% of secondary schools are foundation schools. Almost all of these are non-faith schools. The proportion is considerably smaller in Wales, where four primary schools and eight secondary schools have foundation status.

Famous quotes containing the words foundation and/or school:

    Remember that whatever knowledge you do not solidly lay the foundation of before you are eighteen, you will never be master of while you breathe.
    Philip Dormer Stanhope, 4th Earl Chesterfield (1694–1773)

    Although good early childhood programs can benefit all children, they are not a quick fix for all of society’s ills—from crime in the streets to adolescent pregnancy, from school failure to unemployment. We must emphasize that good quality early childhood programs can help change the social and educational outcomes for many children, but they are not a panacea; they cannot ameliorate the effects of all harmful social and psychological environments.
    Barbara Bowman (20th century)